| Preface |
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xiii | |
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1 Globalization of Education |
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1 | (31) |
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Global Corporatization of Education |
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2 | (1) |
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Globalization of Education |
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3 | (1) |
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Global and Comparative Education |
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4 | (1) |
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Global Flows and Networks |
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5 | (2) |
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World Education Culture: The Work of World Culture Theorists |
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7 | (3) |
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World System and Postcolonial/Critical Theories |
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10 | (1) |
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Culturist: Educational Borrowing and Lending |
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11 | (3) |
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The Economic Education Model, Economization of Education, and the Audit State |
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14 | (3) |
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Progressive Education World Model |
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17 | (1) |
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Religious Education World Models |
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18 | (1) |
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Indigenous Education World Models |
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19 | (2) |
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Examples of the Diffusion of Global Educational Models |
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21 | (2) |
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Examples of Educational Borrowing and Lending: The Case of South America |
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23 | (3) |
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Conclusion: Different Lenses for Interpreting Global Education |
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26 | (6) |
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2 The World Bank: Economic Education Model, the Economization of Education, and the Audit State |
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32 | (32) |
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The World Bank: Knowledge Bank and Networks |
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33 | (1) |
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34 | (2) |
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The World Bank and the United Nations' Networks |
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36 | (1) |
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The World Bank Education Strategy 2020: Investing in People's Knowledge and Skills |
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37 | (2) |
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The World Bank Education Strategy 2020, the Audit State, and Local Autonomy |
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39 | (1) |
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The World Bank and the Economic Value of Knowledge |
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40 | (3) |
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The World Bank and the Economic Value of Personality Traits |
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43 | (3) |
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The World Bank and Skill Instruction |
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46 | (3) |
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The World Bank's Schools of Tomorrow |
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49 | (2) |
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Lifelong Learning and the Economization of Education |
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51 | (1) |
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Public-Private Partnership Networks |
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52 | (2) |
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Criticisms of the Economization of Education |
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54 | (3) |
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57 | (7) |
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3 The World Ministry of Education and Human Rights Education: OECD and the United Nations |
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64 | (29) |
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64 | (2) |
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Economization of Education: Better Skills, Better Jobs, Better Lives |
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66 | (2) |
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OECD and the Economization of Personality |
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68 | (1) |
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Economization of Family Life |
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69 | (2) |
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International Testing and the World Culture of Education |
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71 | (1) |
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PISA: Global Testing and a World Education Culture |
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72 | (2) |
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74 | (1) |
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74 | (2) |
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UNESCO and Lifelong Learning: A Different Vision |
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76 | (4) |
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Sustainable Development and World Culture |
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80 | (2) |
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A Global Human Rights Curriculum: Cyberschoolbus |
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82 | (2) |
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Sesame Street: Global Preschool for Social Justice and World Education Culture |
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84 | (1) |
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United Nations and Millennial Goals: A Network of World Education Culture |
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85 | (2) |
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Conclusion: Spreading a World Education Culture---Economization and Human Rights |
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87 | (6) |
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4 The World Trade Organization and the Global Culture of Higher Education |
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93 | (31) |
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94 | (2) |
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GATS and the Globalization of Higher Education |
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96 | (1) |
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Cross-Border Supply: E-Learning and World Education Culture |
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97 | (2) |
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Consumption Abroad: Foreign Students and Globalization of Higher Education |
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99 | (1) |
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Global Rankings, English, and World Higher Education Culture |
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100 | (2) |
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Reinforcing the Global Role of English |
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102 | (1) |
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Consumption Abroad: Global Marketing of Higher Education |
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103 | (2) |
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Commercial Presence: Branch Campuses |
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105 | (1) |
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Global Concepts of Higher Education |
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106 | (4) |
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Global Marketing of For-Profit Higher Education |
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110 | (2) |
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The Apollo Group and the University of Phoenix: A New Model for a Global University? |
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112 | (1) |
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Higher Education Networks |
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113 | (2) |
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A Global University through Higher Education Networks? |
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115 | (3) |
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Conclusion: Name Brands and a Global University |
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118 | (6) |
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5 Corporatization of Global Education: Profit Opportunity and Resistance to Corporatization |
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124 | (32) |
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Stephen J. Ball: Policy as Profit |
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125 | (2) |
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Global Education Businesses |
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127 | (2) |
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Global Testing Services: Standardization of School Subjects and English |
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129 | (2) |
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Corporatization of Global English |
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131 | (1) |
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INGOs: Part of the Shadow Elite? |
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132 | (2) |
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INGOs and a Global Civil Society |
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134 | (1) |
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Human Rights INGOs and Progressive Education |
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135 | (4) |
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Environmental INGOs and Progressive Education |
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139 | (2) |
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Radical Environmentalism and Rejection of Global Corporatization |
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141 | (4) |
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Culturalists: Progressive Education |
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145 | (4) |
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Conclusion: Corporatization of Global Education, English, and the Rejection of Consumerist Economics |
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149 | (7) |
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6 Religious and Indigenous Education Models: A Clash of Civilizations? |
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156 | (32) |
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The Existence of Knowledges |
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157 | (4) |
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The Clash of Civilizations and the Role of Religion |
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161 | (3) |
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Religious Educational Models: A Rejection of Secular Modernity? |
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164 | (1) |
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Religious Content in National School Systems |
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165 | (1) |
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Education and Religious Nationalism |
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166 | (2) |
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Sarvodaya: The Welfare of All |
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168 | (2) |
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Education and Liberation Theology |
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170 | (4) |
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State-Supported Islamic Education |
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174 | (6) |
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Indigenous Models of Education |
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180 | (2) |
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Conclusion: Rejecting the Industrial-Consumer Paradigm? |
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182 | (6) |
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7 A Global Workforce: Migration and the Talent Auction |
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188 | (24) |
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Global Migration: International and National |
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189 | (2) |
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191 | (1) |
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191 | (1) |
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192 | (2) |
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The Knowledge Wars: Brain Drain, Gain, and Circulation |
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194 | (3) |
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197 | (2) |
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Remittances and Unskilled Labor |
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199 | (1) |
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Global Migration and Multicultural Education |
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200 | (4) |
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Educational Responses to Multicultural and Multilingual Populations |
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204 | (2) |
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Conclusion: A World in Motion |
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206 | (6) |
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8 Globalization and Complex Thought: Is There a Theory of Educational Globalization? |
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212 | (7) |
| Index |
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219 | |
Rohkem infot Taylor & Francis e-raamatute kohta